MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY -------- ∞0∞-------- LE PHUONG THAO THE EFFECT OF KNOW - WANT - LEARNED STRATEGY ON EIGHTH-GRADERS’ READING COMPREHENSION AT AN PHU DONG SECONDARY SCHOOL MASTER OF ARTS IN TESOL HO CHI MINH CITY, 2022 MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY -------- ∞0∞-------- LE PHUONG THAO THE EFFECT OF KNOW - WANT - LEARNED STRATEGY ON EIGHTH-GRADERS’ READING COMPREHENSION AT AN PHU DONG SECONDARY SCHOOL Major: Teaching English to Speakers of Other Languages Major code: 8 14 01 11 MASTER OF ARTS IN TESOL Supervisor: Assoc. PHAM VU PHI HO, PhD. HO CHI MINH CITY, 2022 TRƯỜNG ĐẠI HỌC MỞ CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM THÀNH PHỐ HỒ CHÍ MINH Độc lập – Tự do – Hạnh phúc KHOA ĐÀO TẠO SAU ĐẠI HỌC GIẤY XÁC NHẬN Tôi tên là: LÊ PHƯƠNG THẢO Ngày sinh: 07/10/1995 Nơi sinh: TP. Hồ Chí Minh Chuyên ngành: Lý luận và phương pháp giảng dạy Tiếng anh Mã học viên: 1881401110031 Tôi đồng ý cung cấp toàn văn thông tin luận văn tốt nghiệp hợp lệ về bản quyền cho Thư viện trường đại học Mở Thành phố Hồ Chí Minh.
Thư viện trường đại học Mở Thành phố Hồ Chí Minh sẽ kết nối toàn văn thông tin luận văn tốt nghiệp vào hệ thống thông tin khoa học của Sở Khoa học và Công nghệ Thành phố Hồ Chí Minh. Ký tên Lê Phương Thảo i STATEMENT OF AUTHORSHIP I certify that this thesis entitled “The Effect of Know – Want- Learned Strategy on Eighth-Graders’ Reading Comprehension at An Phou Dong Secondary School” is my own work for the requirement in Master’s Program. Except where reference is made in the text of the thesis, this thesis contains no material published elsewhere or extract in whole or in part from a thesis by which I have qualified for or been awarded another degree or diploma. No other person’s work has been used without due acknowledgement in the main text of the thesis.
This thesis has not been previously submitted for the award of any degree or diploma in any other tertiary institution. Ho Chi Minh City, October 2022 Le Phuong Thao ii ACKNOWLEDGEMENTS This thesis has come into completion thanks to the support of many people throughout the duration of this study. First of all, the assistance provided by Assoc. Pham Vu Phi Ho was greatly appreciated.
No words can describe my deep gratitude to him who spent precious time for comments, guidance and the provision of useful materials. All of them is truly valuable for my research. Secondly, I would like to express my special thanks to all the lecturers in the course MTESOL018A. Due to their deep insights of subjects, I was well-equipped with knowledge and methods for doing research.
I have benefited a lot from their lessons during my study. Thirdly, I am also sincerely grateful to Management Board and my colleagues at An Phu Dong Secondary School for supporting and encouraging me in many possible ways to finalize this project. Last but not least, I would like to send my sincere love for my students in class 8/6 and 8/7. Without their participation and cooperation, my study could not have been accomplished.
iii ABSTRACT Reading is one of the skills that learners should master in the route of language acquisition. As a matter of fact, reading comprehension can be challenging for some students. Students at An Phu Dong Secondary school are not exception. Their reading scores were not high in the final exam.
As a consequence, there was an urgent alarm that teachers should seek out an instructional strategy to help learners enhance their reading comprehension. Know-Want-Learned is one of the strategies that worth considering in facilitating the reading process. Therefore, this study was carried out with the purpose of finding out the effectiveness of KWL on learners’ reading comprehension and their attitudes towards the use of this chart in reading classes. To fulfill this aim, in the school year 2020-2021, the researcher exploited mix-methods design with the population of classes 8/6 and 8/7 at An Phu Dong Secondary School.
80 male and female students participated in the study. There were three main instruments: tests, questionnaire and interview which was used to collect the data within 16-week intervention. After that, the data was analyzed by SPSS software to compare the scores between two groups and explore students’ attitude based on the questionnaire and interview. The result indicated that students learning with KWL instruction achieved better in reading comprehension tests than those were taught with traditional one.
Also, they showed positive attitude towards the use of KWL strategy. Later, they also shared some difficulties and expectation in learning with KWL through the interview. The findings revealed implications for teachers to make use of the advantages of KWL strategy to help students get better in their reading skill. It led to some recommendations for further studies with the hope of contributing to teaching reading aspect in the future.
iv LIST OF ABBREVIATIONS CG Control Group EG Experimental Group KWL Know – Want – Learned Strategy KET Key English Test MOET Ministry of Education and Training v LIST OF TABLES Table 2.1 Summary of related studies 31 Table 3.1 Selected units 37 Table 3.2 Summary of demographic information of participants 40 Table 3.3 Summary of the experimental process 42 Table 3.4 Summary of teaching procedures 42 Table 3.5 Specifications of the pre-test and post-test 47 Table 3.6 Cognitive attitude towards KWL Strategy 49 Table 3.7 Affective attitude towards KWL Strategy 50 Table 3.8 Behavioural attitude towards KWL Strategy 50 Table 4.1 Tests of normality for the pre- and post-test scores in both groups 59 Table 4.2 Independent samples t-test results of the pretests 62 Table 4.3 Paired Samples Test Results of the control group after the treatment 63 Table 4.4 Paired Samples Test Results of the experimental group after the treatment 64 Table 4.5 Independent samples t-test results of the posttests 65 Table 4.6 The Students’ Cognitive Attitudes towards KWL 69 Table 4.7 The Students’ Affective Attitudes towards KWL 71 Table 4.8 The Students’ Behavioral Attitudes towards KWL 73 Table 4.9 Students’ opinion about learning reading with KWL strategy 75 Table 4.10 Students’ perception about impacts of KWL on reading comprehension 77 Table 4.11 Students’ choice between KWL strategy and traditional method 78 Table 4.12 Students’ challenges or difficulties when learning with KWL strategy 80 Table 4.13 Students’ challenges or difficulties when learning with KWL strategy 82 vi LIST OF FIGURES Figure 2.1 Conceptual framework of the study 35 Figure 4.1 The Normal Q-Q Plot of the pre-test scores for the two groups 60 Figure 4.2 The Normal Q-Q Plot of the post-test scores for the two groups 60 Figure 4.3 Distribution of the pretest scores in control group and experimental group 61 Figure 4.4 Distribution of the posttest scores in control group and experimental group 65 Figure 4.5 Mean scores of the pretests and the posttests 66 vii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP. III LIST OF ABBREVIATIONS. IV LIST OF TABLES. V TABLE OF CONTENTS.
VII CHAPTER 1 INTRODUCTION .1 Background of the study .2 Statement of the problem .5 Significance of the study .6 Scope of the study .7 Organization of the research. 7 CHAPTER 2 LITERATURE REVIEW .1 The concept of reading .1 Definition of reading .1 Definition of reading comprehension .2 Factors Contributing to Reading Comprehension in EFL Contexts .3 Schema theory and reading comprehension. Metacognition and reading comprehension.1 Definition of metacognition .2 Function Metacognitive strategies on reading comprehension.2 The overview of Know – Want - Learned strategy .1 Definition of Know – Want – Learned strategy .2 Benefits of Know – Want – Learned strategy on reading comprehension .1 Definition of attitudes .2 Components of attitudes .3 The relationship between attitude and learning .7 Validity and reliability of the study.3 Semi-structured Interview .8 Data collection procedure .1 Quantitative Analysis for the Pre and post test .2 Quantitative Analysis for the Questionnaire .3 Qualitative Analysis for the Interview. 58 CHAPTER 4 RESULTS AND DISCUSSION.
Data Analysis of Tests.1 Normality of pretest and posttest .1 Distribution of pre-test scores .2 Compare means of the pre-tests in both groups. Comparison of students’ scores in the pre-test and post-test. Pre-test & post-test of the control group.2 Pre-test and post-test of the experimental group .3 Comparison of the post-tests .1 Data Analysis of Questionnaire.1 Students’ cognitive attitudes towards the use of KWL in reading classes .2 Students’ affective attitudes towards the use of KWL in reading classes .3 Students’ behavioral attitude towards the use of KWL in reading classes .2 Data analysis of Interview .1 Students’ opinion about learning reading with KWL strategy .2 Students’ perception about impacts of KWL on reading comprehension .3 Students’ choice between KWL strategy and traditional method .4 Students’ challenges or difficulties when learning with KWL strategy .5 Students’ suggestions or expectations for reading class with KWL strategy .4 Discussion of the findings. 89 CHAPTER 5 CONCLUSION, IMPLICATIONS AND RECOMMENDATIONS .1 Conclusions of key findings.
115 APPENDIX 1A – LESSON PLAN FOR THE CONTROL GROUP. 115 APPENDIX 1B – LESSON PLAN FOR THE EXPERIMENTAL GROUP. 119 APPENDIX 2A – LESSON PLAN FOR THE CONTROL GROUP. 123 APPENDIX 2B – LESSON PLAN FOR THE EXPERIMENTAL GROUP.
127 APPENDIX 3A - LESSON PLAN FOR THE CONTROL GROUP. 131 APPENDIX 3B - LESSON PLAN FOR THE EXPERIMENTAL GROUP. 135 APPENDIX 4A - LESSON PLAN FOR THE CONTROL GROUP. 141 APPENDIX 4B - LESSON PLAN FOR THE EXPERIMENTAL GROUP.
145 APPENDIX 5A - LESSON PLAN FOR THE CONTROL GROUP. 151 APPENDIX 5B - LESSON PLAN FOR THE EXPERIMENTAL GROUP. 155 APPENDIX 6 READING COMPREHENSION PRE-TEST. 161 APPENDIX 7 READING COMPREHENSION POST-TEST.
164 APPENDIX 8 ANSWER KEY FOR THE PRE- AND POST-TEST. 167 APPENDIX 9 QUESTIONNAIRE IN VIETNAMESE VERSION. 168 APPENDIX 10 QUESTIONNAIRE IN VIETNAMESE VERSION. 170 APPENDIX 11 INTERVIEW SCRIPT.
172 APPENDIX 12 THE CONTROL GROUP’S SCORES. 175 APPENDIX 13 THE EXPERIMENTAL GROUP’S SCORES. 176 1 CHAPTER 1 INTRODUCTION To begin with, chapter 1 introduces the overview of the study. There are 6 main parts including (1) background of the study, (2) statement of the problems, (3) research purposes, (4) research questions, (5) significance of the study, (6) organization of the study.
Specifically, it presents the current difficulties in learning reading that learners have confronted at An Phu Dong Secondary School. For that reason, the research aims and research questions are then raised. Next, the significance of this paper for both learners and teachers are mentioned. The last part provides structural information of each chapter in this paper.1 Background of the study In an era of globalization and integration, English has become an international language that is widely used in many aspects of life.
Language learners endeavor to master this language for several reasons according to their individual needs. Because of its universality, diversified English teaching methods and strategies have been a central of attentions of many educators. In Vietnam, Ministry of Education and Training (MOET) supports and promotes the quality of teaching and learning English for meeting the current international standards and developing relation and cooperation between countries (Hoang, 2010). It is frequently known that the natural order of acquisition starts from listening, speaking, reading to writing.
In linguistics, listening and reading are considered as receptive skills while speaking and writing are productive skills (Schmitt, 2010). However, it does not mean that receptive skills are underestimated compared to the others. It should be known that all of four skills are also equivalently significant elements in the contribution of the accomplishment of language learning. The mastery of reading skill also contributes to the enhancement of the language proficiency.
According to Erten and Razi (2003), 2 reading acts as a bridge which links learners with a source of materials.